If you have questions for Dr Miles as we go along. Pop them in the chat and I will lift them up to her

Our K-2 skills supports this with our instructional practices aligned to these levels (aka our microphases)

Does do these levels corres

Do these levels correspond with our “pre-alphabetic, partial consolidated and consolidated…” ?

Yes. These levels are based in phase theory and we worked with Dr Ehri to further break it down into microphases

so levle 1 = pre-alpahbetic?

This is when it clicks for kids!

Cracking the code!

@christina L yes and we have early pre-alphabetic as the first

@christina she is going into the phases now

@pre-alphabetic they don’t know letters yet

This is what you often see in Kinder writing. Amazing K teachers can read sentences based just on first and last letter spelling :)

That is so, so powerful - one step at a time!

In your Resource Manual, you can see examples of microphones and you can look at the grade level pathways to see how the phases build on each other to be fully consolidated by second grade.

microphases*

This research is the backbone of our benchmark assessments in K-2 skills. Understanding where kids are in these phases is the primary guide for instruction. So exciting to see that Monica and her team have made these assessments more accessible for remote use.

Yes! Having those Benchmark Assessment slide decks will REALLY help teachers!!!

I’m so curious how multilingualism impacts the way students move through their phases with various phonemes

This makes interpretation of our assessments key vs. just putting them in a “group” based on “a level”

Great question Becky

Yes! @Becky that is actually what I am wondering!

Thank you!

That would be amazing!

This is what we are seeing in our schools as well. Nothing documented—totally anecdotal.

That is super fascinating. I was wondering about more symbolic orthographies when you spoke at Starting Strong

I would love to understand that more deeply. Wondering if deeper understanding of that would support our ELL students and teachers.

@Wanda: maybe we could start a community of practice on the topic

Or teacher ed program

@Becky @ Carrie @Wanda, yes please!

@Becky Yes!

It’s a very worrisome truth that many people don’t talk about. K-2 teachers are not taught how to teach children to read in their prep programs.

Thank you for saying this so clearly

Thank you for keeping it real for teachers!

YES!

I did not have linguistic training until my masters. Sad for my kiddos who had me prior to this knowledge.

Agree @Christina. It was a challenge to find teachers who had had any teacher ed training on this when I was a principal. :(

Folks usually get this if they are trained in a program like Ortin Gilliamham

Or OUR curriculum now :)

Training happens at the school level not teacher prep level.

@Gwenthyn exactly. It is our responsibility to appropriately prepare teachers to use our curriculum.

Characteristics of Primary Learners + Dr. Ehri’s research = a great idea!

Other disconnect: students won’t love to read if we teach them phonics! So wrong - they learn to love reading by cracking the code through a systematic, explicit instruction in phonics!!!

Yes Jill—Kids LOVE skills block. “I can read!” They LOVE the decoables.

Yes Tiffany. This is an equity issue for students for sure

Yes - Jill! It’s just like anything. If decodable are the only part of a student’s reading life maybe it won’t be so full. But no one is saying that is all it should be.

Thank you for being such a champion for kids @Dr Miles. Your energy and enthusiasm is infectious and your knowledge will help us do BETTER for our students

I am curious about the implications of this work for older students (thinking middle school) who are still not at the consolidated alphabetic stage… putting so much energy into decoding that comprehension is seriously impacted.

@Deb - yes! Even high schoolers

@Deb and @Heather, this is why all secondary teachers need to learn the science of reading as well!

@Sarah - agreed. Many High school teachers don’t always learn the craft of teaching, only the content.

Yes. Secondary teachers need to be trained beyond content…reading, writing, thinking.

I love FREE!!!!!

I am wondering if you can speak to students with dyslexia and the compounding variable of online learning for kids with dyslexia. Also, since we know early identification is key, how will teachers be able to determine this (I know for my son, the computer is very different from reading and writing in print)

Ya’ll, Liz Fasterling at Odyssey rocked this last year. I say this as an EL coach and parent of one of her kinder students. If you’re looking for examples of high quality kinder videos (skills block included and aligned to what Dr. Miles is saying right now) check out this link. She has agreed that we can use it, and this slide includes a link to an interview with her about her thoughts when making a lesson video for kinder. Sorry… just had to share… it’s a gem: https://docs.google.com/presentation/d/1nFHzZvRUy5TE5E9kbiIWUH1sWY5PUE6I6lNpyQeiSRA/edit?usp=sharing

Thanks, @Becky! Great resource :)

Thanks Becky. Liz is amazing!

@Ashley there is the cookie sheet strategy you shared with participants earlier today!

Yes it sure is :)

Agree - never underestimate the cookie sheet :)

Yup! With washy tape!

We can build off what teachers have been using in their classrooms. They do have value add :)

FAVORITE

Sheet protectors are awesome. I used them all the time! :)

I LOVE IT

The puff balls double as erasers too

low tech and very hands-on

Yes - Explicit Instruction

Gooey in bags, clay, kinetic sand - it turned into sparkle instead of teaching

Yep… this happens a lot in early childhood in particular

So important to stay rooted in the research for why we are using a practice vs the shiny ideas

@amy this part addresses your question about the support for special needs. These skills are highly emphasized in OG training to support students who need extra support because of the different modalities

Thanks @monica. I am worried about the ability to detect dyslexia in a remote environment too - thoughts about that?

YES! Movement + sound so so good for struggling students.

You see this in math too—kids use fingers and touch them to chin or face to count.

@Amy and @Monica - I think we need to ensure teachers are monitoring progress and ensuring they are drilling down to the targeted skills students need to move along the continuum. As well, small group instruction will be key.

@amy that is a huge concern that I believe through the small group work that is designed in the Flex blocks will be a place for teachers to assess in a small group setting. I also see this as place where teachers will need to be skilled with this type of education.

Thanks @monica

@jill, this is why we have a small group component as well so teachers can assess learning along the way.

That’s great! @Monica - I am seeing very little small grouping in scheduling for my own kids and am glad we are making this explicit suggestion.

Or strong recommendation

Love this idea!

Such a great idea!

Great idea! Works well for lots of other lessons too I bet.

Love this double down on “Preview/New/Review”…. multiple exposures in active and meaningful ways.

@wendy - you taught ALL the collier teachers about multiple exposures years ago! You were ahead of your time

EXPOSURES matter!

@Amy…. working at FCRR was a great opportunity at that time…. love this session!

Yes, FCRR (Florida Center for Reading Research) — LOVE LOVE

So much of this will support us in coaching remote teaching across grades and content areas

Over-stimulated by tech, under-stimulate by experience … powerful to consider how teachers can support bring balance back for students through needed remote learning

Will we have access to this slide deck to turnkey to partners?

This has been an amazing session! Take aways abound, but LOVE this new frame/phrase: Preview, New, Review! LOVE IT!!!!

I love the idea of See it. Say it. Hear it. Write it. Mapped onto READ THINK TALK WRITE

This was fabulous Dr. Miles, so relevant and accessible. A just right time message. Thank you!

Thank you Dr. Miles!!

WE LOVE YOU DR MILES

THANK YOU!!

Thank YOU!! This was amazing!!!!!

We love you, Katie. Thanks so much!

Thank you, Dr. Miles! This was amazing!!!

Thank you Dr. Miles!

Thanks Dr. Miles!!!!!!

Thank you!

Thank you so much, Dr. Miles!!

Thank you!!

Thank you! This was great!

Thank you!

Thank you! It's is fascinating and helpful!

That was incredible, Dr. Miles. So informative and accessible.

Thank you so much!

This is helpful for non-coaches too! Our comms team needs to be highly tuned to this.

Amazing - finally - the push for structured phonics! <3

Thank you Dr. Miles! This was so great!

Thank you for this learning and time!

Thank you for this brilliance! So helpful!

Thank you, Dr. Miles! This is amazing work! So much to think about!

Thank you, Dr. Miles!

This was great. Thank you Dr, Miles!

Thank you Dr Miles. This was incredibly useful. Really appreciate your time and the presentation was wonderful.

Thank you, Dr, Miles! Bringing everything back to evidence-based instruction is key. Loved today’s session.

Thank you, Dr. Miles!

This was an incredible session — thank you for this learning. I learned more today than I had in all my teacher training about reading science! THANK YOU!

Thank you, Dr. Miles!

Thank you, great session!

Thank you, Dr. Miles. So incredibly informative and helpful!

WOW! Thank you! So powerful! Presentation was so clear!

Thank you thank you thank you - DR MILES!

Be safe and well

we love you TOO

Good luck with your continued research, Dr. Miles!

Thank you for sharing your knowledge! This was very enlightening.

Thank you Dr. Miles!

Thank you Dr Miles!